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4 

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LECTURE 


BEST      METHODS 


TEACHING  THE   LIVING  LANGUAGES 


DELIVERED    BEFORE    THE 


AMERICAN     INSTITUTE, 


AUGUST  24,  1832. 


BY    GEORGE   TICKNOR, 

SMITH    PROFESSOR   IN   HARVARD    UNIVERSITY. 


BOSTON: 
CARTER, HENDEE  AND  CO 

1833. 


PRINTED      BY      I 


V33S 

Ti3H 


TEACHING  THE   LIVING    LANGUAGES 


4 


MR  PRESIDENT  AND  GENTLEMEN  : 

The  most  important  characteristic  of  a  living  language,  —  the  at- 
tribute in  which  resides  its  essential  power  and  value,  —  is,  that 
it  is  a  spoken  one  ;  that  it  serves  for  that  constant  and  principal 
bond  of  union  between  the  different  individuals  of  a  whole  nation, 
without  which,  they  could  not,  for  a  moment,  be  kept  together 
as  a  community.  This  great  and  prevalent  characteristic  is,  there- 
fore, everywhere  visible  in  its  structure,  arrangements  and  expres- 
sion ;  hardly  less  so  in  books,  than  in  conversation.  The  main 
object,  indeed,  to  which  every  other  is  sacrificed,  in  the  formation 
of  a  language  is,  to  facilitate  personal  intercourse;  to  enable  one 
human  being,  in  the  easiest  and  most  direct  manner,  to  communi- 
cate to  another  his  thoughts  and  his  wants,  his  feelings  and  his  pas- 
sions ;  and  to  this  great  object  every  living  language  is  essential- 
ly, and,  it  may  almost  be  said,  is  exclusively  adapted  in  its  vocabu- 
lary, its  forms,  its  inflexions,  idioms  and  pronunciation. 

The  easiest  and  best  method,  therefore,  for  persons  of  all  ages 
and  all  classes  to  learn  a  living  language  is  undoubtedly  to  learn  it 
as  a  spoken  one  ;  since  this  is  not  only  its  paramount  characteristic, 
but  is  the  only  foundation  on  which  the  written  language  has  been 
built  or  can  rest.  Persons,  then,  who  have  the  opportunity,  should 
learn  the  living  language  they  wish  to  possess,  as  it  is  learnt  by 
those  to  whom  it  is  native.  They  should  reside  where  it  is  con- 
stantly spoken,  and  use  it,  as  it  is  used  around  them.  It  should  be 
the  minister  to  their  hourly  wants,  and  the  medium  of  their  constant 


4 

intercourse.  Even  the  books  they  read  should  be  chosen  with 
reference  to  the  habits  and  peculiarities  of  the  spoken  idiom  that 
produced  them,  and  in  studying  the  language  itself,  it  should  be 
pursued  less  as  a  foreign  language  than  as  one  which  they  may  claim 
among  their  birthrights.  This  is  the  natural  method,  and  is,  no 
doubt,  the  most  effectual  and  the  easiest. 

Only  a  few  persons  however  are  able  or  willing  to  avail  themselves 
of  it.  If  we  wish  to  instruct  our  children  in  a  foreign  language,  we 
find  it  inconvenient  and  unwise  to  send  them  among  strangers,  m 
a  strange  land  to  learn  it:  and,  if  we  undertake  to  teach  them  at 
home,  we  shall  hardly  be  disposed,  like  Montaigne's  father,  to  sur- 
round them  only  with  those  who  speak  no  other  than  the  one  we 
wish  them  to  acquire.  In  the  vast  majority  of  cases,  therefore,  we 
must  resort  to  means  somewhat  more  artificial  and  indirect  ;  and, 
while  still  endeavoring  to  teach  it  as  a  living  and  a  spoken  lan- 
guage, use  the  best  method  within  our  power  at  home. 

What,  then,  is  this  best  method?  For  this  is  precisely  the 
question  you  have  done  me  the  honor  to  propose  to  me  ;  and  as  it 
is  entirely  plain  and  practical  in  its  nature  and  objects,  I  shall  not 
venture,  in  the  reply  I  may  endeavor  to  make  to  it,  to  go  in  any 
respect  beyond  the  limits  of  my  personal  experience  and  observa- 
tion, or  wish  to  say  anything  which  is  not  as  perfectly  plain  and 
practical  as  the  question  itself. 

Before,  however,  we  enter  on  the  topics  it  involves,  it  maybe  ne- 
cessary to  premise,  that  there  is  no  one  mode  of  teaching  langua- 
ges, applicable  to  all  classes  and  characters,  or  to  persons  of  all  the 
different  ages  and  different  degrees  of  preparation,  who  present 
themselves  to  be  taught.  Instruction  in  this  branch  of  education, 
even  more  than  in  most  others,  cannot,  without  great  violence  and 
injustice  to  a  large  proportion  of  the  pupils,  be  managed  upon  a 
Procrustes  system  of  stretching  all  who  have  not  the  proper  intel- 
lectual size,  till  they  are  brought  to  it,  and  of  cutting  down  all  who 
are  grown  beyond  its  proportions,  till  they  are  sufficiently  reduced 
to  fit  its  demands.  On  the  contrary,  it  is,  perhaps,  the  most  im- 
portant part  of  the  duties  of  a  teacher  in  the  living  languages,  and 
the  highest  exercise  of  his  skill,  to  select  from  the  different  systems 
and  modes  in  use,  what  may  be  most  appropriate  to  the  whole  class 
of  pupils  submitted  to  his  care,  and  then  to  endeavor  again  to  ac- 


commodate  and  arrange  what  he  has  thus  selected  for  the  whole 
of  his  pupils  to  the  individual  capacities,  dispositions  and  wants  of 
each.  Thus  it  is  plain,  that  a  method  adapted  to  children  seven 
or  eight  years  old,  would  he  altogether  unsuited  to  persons  in  the 
maturity  of  their  faculties  ;  —  and,  even  in  the  case  of  those  of  the 
same  age,  who  might  more  naturally  be  thrown  into  the  same  class, 
it  cannot  be  doubted,  by  persons  accustomed  to  the  business  of  in- 
struction, that  a  mode  entirely  fitted  to  an  individual  already  familiar 
with  other  languages  and  with  philosophical  grammar,  would 
be  no  less  entirely  unfitted  to  one,  who  had  gone  through  no  such 
previous  preparation,  and  who  should  come  to  his  task  without  regu- 
lar habits  of  study  or  acquisition. 

But,  though  no  universal  method  can  be  pointed  out,  which  will 
suit  all  the  individuals,  who  might  pursue  it;  and  though  even  a 
general  one,  which  might  suit  a  particular  class  might  need  modi- 
fications in  relation  to  some  of  its  members  ;  still  there  are,  no  doubt, 
principles  which  may  be  ascertained  and  settled  —  principles,  which 
rest  on  the  nature  and  laws  of  the  human  faculties,  and  which  it 
must,  therefore,  be  important  to  understand  rightly  and  to  apply 
with  judgment.  Undoubtedly,  too,  experience  and  skill  have  long 
since  discovered  most  of  these  principles,  perhaps  all  of  them  ; 
and  established  land-marks,  which,  pointing  out  the  way  others  have 
trodden  with  safety  or  success,  may  prevent  us,  if  we  are  wise, 
from  making  impossible  experiments  or  falling  into  gross  deviations. 
Bearing  in  mind,  then,  that  something  may  be  done  by  systems, 
though  not  so  much,  as  is  usually  imagined  or  undertaken  ;  and  es- 
pecially remembering,  that  nothing  can  be  done  wisely,  which  has 
not  a  consi ant  reference  to  the  different  classes,  ages,  and  charac- 
ters of  the  pupils  to  be  instructed,  I  shall  divide  what  I  have  to  say 
on  the  best  methods  of  teaching  the  Modern  Languages  according 
to  the  character  and  condition  of  the  persons  usually  presenting 
themselves  to  be  taught. 

I.  And  first,  of  little  children.  It  seems  to  be  settled,  that 
little  children  can  be  taught  living  languages  easier  than  they  can 
be  taught  anything  else.  The  reason  is,  that  it  is  the  very  voca- 
tion of  their  young  minds  to  learn  words.  They  have,  indeed,  done 
little  during  the  short  period  of  their  existence,  except  to  acquire 
the  power  of  distinguishing  objects  and  qualities,  and   of  apply  ins; 


to  them  the  names  which  their  native  language  has  affixed  to  them. 
This  power  however,  is  so  easily  transferred  to  the  acquisition  of  other 
living  languages,  that  in  Europe,  where  it  is  sometimes  thought  im- 
portant to  educate  children  to  the  free  use  of  several,  they  are  with- 
out difficulty  taught  to  speak,  read  and  write  three  or  four  without 
confounding  them,  from  early  infancy,  merely  by  giving  them  nurses 
and  attendants,  who  are  natives  of  different  countries.  This  method, 
of  course,  would  not  be  pursued  here.  We  have  neither  the  means 
nor  the  motives  for  it.  But  it  proves  in  the  strongest  manner, 
what  the  experience  and  observation  of  many  among  ourselves  has 
confirmed,  that  much  time  is  now  lost  in  childhood  or  misapplied  in 
instructions  unsuited  to  its  tender  years,  which  might  be  success- 
fully and  pleasantly  given  to  the  acquisition  of  at  least  one  living 
language. 

The  method  of  teaching  however,  should  be  no  less  skilfully  and 
tenderly  adapted  to  the   age  and  circumstances  of  the  pupil,  than 
the  pursuit  itself.     Of  the  Grammar,  or  the  Dictionary,  or  any  of 
the  customary  apparatus  of  formal  instruction  and  recitation,  there 
should  be  no  thought.     A  child  of  six  or  seven  years  old  can  no 
more  be  made  to  comprehend  the  definition  of  an  article  or  a  verb, 
than  he  can  be  made  to  comprehend  what  is  an  abstract  idea  or  a 
logarithm  ;  but,  if  you  will  read    several   times  over,  to  the  same 
child,  word  by  word,  a  clear  translation  of  a  very  simple  fable  or 
story  from  the  French  or  the  Italian,  or  any  other  living  language, 
making  him  follow  you  aloud  step  by  step,  and  bringing  the  whole, 
by  the   simplicity  of  your  explanations,  fully  down   to  the  level  of 
his  comprehension,  he  will  be  able  the  next  day  so  to  translate  it  to 
you,  in  return,  that  he  can  not  only  give  you  the  entire   fable  or 
story  in  its  connexion,  but  the  foreign  word  for  every  English  one 
it  contains,  and  the  English  for  every  foreign  one,  taken  at  random. 
We  have  a  few  books,  and  only  a  few,  prepared  to  teach  quite 
young  children  on  this  system.     Bolmar's  Edition  of  the  Fables 
commonly  called  Perrin's,  is   one  of  them,  well   suited  to  its  pur- 
pose, and  none  but  those  who  have  made  the  experiment  can  fully 
understand  how  easy  it  is  for  childhood  to  read  and  learn  this  book, 
and  how  much  can  thus  be  accomplished  towards  the  final  acquisi- 
tion of  the    French    language.     Indeed,    when    a  hundred  pages 
have  been  thoroughly  learnt  in  this  way,  not  a  few  of  the  difficul- 


ties  of  any  modern  language  have  been  overcome ;  and  yet  this 
certainly  can  be  accomplished  and  has  been  accomplished  with 
children  of  six  or  seven  years  old,  who  yet  did  not  feel,  in  any  part 
of  the  process,  that  a  task  had  been  imposed  on  them- 

In  selecting  books,  however,  from  which  to  teach  according  to 
this  method,  one  rule  must  be  carefully  followed.  Take  only  such 
as,  in  their  subjects  and  ideas,  their  manner  and  their  tone,  are 
below  the  age  of  the  child  to  be  taught ;  so  that  if  the  child  you 
wish  to  instruct  be  seven  years  old  and  the  language  you  have  cho- 
sen be  French,  the  books  to  be  used  should  be  such  as  are  given  to 
French  children  of  four  or  five  years  old  for  their  amusement.  The 
reason  is,  that  the  child  should  have  no  difficulty  to  encoun- 
ter but  the  mere  difficulty  of  the  language  itself,  and  this  will  be 
found  quite  sufficient  to  make  up  for  the  difference  in  years,  while, 
at  the  same  time,  the  interest  that  might  otherwise  be  wanting,  is 
sustained  by  the  instinctive  curiosity  to  learn  the  meaning  of  new 
words,  which  belongs  to  the  age,  and  the  instinctive  pleasure  of  dis- 
covery and  progress  which  always  belongs  to  our  nature,  and  is  then 
fresh  and  eager.  Of  course,  books  of  this  kind  are  easily  procured  ; 
for  no  country  that  has  a  literature  is  without  books  for  its  children. 
In  French,  which  is  the  language  where  we  should  most  need 
them,  they  are  abundant ;  and  many  of  them  have  been  reprinted 
in  England,  and  some  in  this  country.  Besides  these,  Berquin's 
Child's  Friend,  many  of  Lafontaine's  Fables,  and  many  of  Mad- 
ame Guizot's  Tales,  with  other  similar  works,  may  be  added,  which, 
when  explained  and  understood,  are  as  interesting  to  our  children  as 
they  are  to  those  for  whom  they  were  written.  How  long  this  pro- 
cess should  be  continued,  must  depend  on  the  judgment  of  the 
teacher ;  but  as  it  is  one  that  is  both  useful  and  amusing  to  the 
child,  there  is  no  reason,  why  it  should  not  be  carried  very  far. 
Certainly,  it  must  not  be  given  up,  until  the  reading  such  books  as 
are  suited  to  his  years,  has  become,  without  assistance  from  his  in- 
structor, as  easy  and  pleasant  as  it  had  been  with  it. 

This,  too,  is  the  period,  when  vocabularies  and  dialogues,  like 
the  Abbe  Bossut's  and  those  of  Mad.  de  Genlis,  can  be  used  with 
great  effect,  because  the  extreme  facility  with  which  they  are  com- 
mitted to  memory  in  early  youth,  especially  after  some  little  pro- 
gress has  been  made  in  reading,  renders  the  whole  exercise  a  plea- 


8 

sure  and  not  a  toil.  Above  all,  this  is  the  period  for  acquiring  a 
just  pronunciation,  since  the  organs  are  now  flexible,  and  permit 
that  to  be  done  easily,  which,  later,  it  is  often  impossible  to  do  at 
all.  Nor  is  this  an  unimportant  part  of  the  needful  instruction.  It 
is,  to  a  language,  what  a  costume  is  to  an  age  or  his  physiognomy 
to  an  individual ;  and  not  a  few  of  the  characterstic  differences  be- 
tween different  languages  are  lost  to  him,  who  has  no  perception 
of  their  several  inflexions  and  no  familiarity  or  sympathy  with  the 
effects  of  that  peculiar  accent  and  intonation,  in  which  resides  so 
much  of  the  power  of  poetical  rhythm  and  measure,  as  well  as 
of  the  grace  and  harmony  of  all  polished  style  in  prose. 

When,  however,  the  child  has  attained  a  reasonable  facility  in 
reading,  we  may  venture  to  look  for  some  assistance  towards  the 
Grammar  and  the  Dictionary;  —  not,  indeed,  to  compel  him  to 
learn  his  lessons  by  turning  over  leaves,  which  his  young  hands  have 
not  yet  even  the  mechanical  aptitude  to  do  with  much  effect,  and 
still  less  to  endeavor  to  carry  him  through  the  purgatory  of  defini- 
tions in  the  accidence,  and  of  rules  and  constructions  and  exceptions 
in  the  syntax,  as  if  this  were  the  only  or  even  the  efficient  mode  of 
obtaining  the  promised  rewards  beyond.  Far  from  it.  The  gram- 
mar, at  this  age,  can  be  used,  with  practical  benefit,  only  for  the 
forms  contained  in  its  accidence  ;  but  here  something  can  be  done, 
which  will  prove  of  permanent  advantage.  A  child  of  eight  or  nine 
years  old  will  learn,  often  with  eagerness,  and  always  without  much 
effort,  all  the  regular  and  irregular  verbs  ;  and  that  will  in  general 
prove  to  be  the  best  grammar  for  this  purpose,  in  which  they  are 
found  spread  out  and  developed  in  all  their  forms  with  the  greatest 
distinctness.  After  having  gone  through  with  all  the  conjugations 
of  the  verbs,  both  regular  and  irregular,  he  can  learn  without  diffi- 
culty the  little  there  is  to  learn  in  most  living  languages  of  the  in- 
flexions of  the  articles,  pronouns  and  adjectives,  together  with  the 
lists  of  the  indeclinable  parts  of  speech.  From  this  time,  too,  he 
can  begin  to  use  the  dictionary  ;  and  though  the  reading  lesson 
should  still  be  translated  to  him  by  his  teacher,  as  well  as  after- 
wards translated  to  the  teacher  by  the  pupil,  still  the  child  will  be 
able  gradually  to  advance  with  less  and  less  assistance,  and  will  soon 
read  books  suited  to  his  age  without  other  help  than  such  as  his 
own  means  will  afford  him. 


Let  us  now  suppose  the  pupil,  whose  course  we  have  thus  far 
followed,  to  be  thirteen  or  fourteen  years  old,  and  to  have  learnt 
the  French,  if  that  be  the  language  he  has  pursued,  as  nearly  as 
circumstances  would  permit,  in  the  same  way  he  has  learnt  his  own 
language  ;  let  us  suppose  him  to  have  read  a  considerable  number 
of  children's  books  in  French,  such  as  he  would  have  read  if  he 
had  been  a  French  boy,  and,  for  the  same  reason, —  for  his  amuse- 
ment ;  let  us  suppose  him,  by  means  of  his  vocabularies  and  dia- 
logues, and  by  the  help  of  his  teacher,  to  have  made  that  little 
progress  in  speaking  to  which  every  one  who  learns  a  living  lan- 
guage in  a  natural  method  is  instinctively  impelled  ; — let  us  suppose 
him,  in  short,  at  the  age  of  thirteen  or  fourteen  to  have  acquired 
such  a  use  of  the  language  as  is  suited  to  his  opportunities,  his  years, 
and  the  limited  range  of  his  ideas  and  faculties ;  —  what  is  next  to 
be  done  ?  Undoubtedly,  the  next  thing  is,  to  explain  to  him  the 
reasons  and  rules  for  what  he  has  already  learnt.  It  is  in  short, 
the  period  for  teaching  the  Grammar;  —  not  perhaps,  the  whole 
of  it,  at  first,  but  such  parts  as  can  be  made  intelligible  and  useful ; 
and  afterwards  in  proportion  as  the  faculties  are  developed,  the  re- 
mainder. This,  he  could  not  probably  do,  even  now,  with  ease  or 
thoroughness  if  he  were  embarrassed  with  .the  additional  difficulties 
of  learning  the  vocabulary  ;  but,  having  gone  through  this,  and 
having  little  else,  on  which  he  is  required  to  fasten  his  attention,  it 
is  become  a  pleasure  to  him  to  learn  the  reasons,  rules  and  expla- 
nation of  what,  under  other  aspects,  is  already  familiar  to  him.  In 
this  way,  he  can  be  carried,  first  through  the  definitions  and  written 
exercises  in  the  accidence,  with  a  careful  review  of  all  the  forms  it 
contains  ;  and  afterwards  through  the  syntax,  committing  the  ex- 
amples perfectly  to  memory,  though  not  learning  the  rules  by  heart  ; 
but  from  this  period,  so  long  as  he  continues  a  student  of  the  lan- 
guage, he  should  continue  to  study  its  grammar,  either  reading  or 
writing  its  exercises  into  the  foreign  language,  or  pursuing  the  more 
difficult  portions  relating  to  its  idiomatic  construction. 

This  course,  beginning  in  childhood  and   ending  in  manhood,  is, 

no  doubt,  the  longest,  but  it  will  be  found  the  least  tedious  to  the 

pupil  of  any,  and  at  the  same  time  prove  the   most  thorough   and 

effectual.     It  is  the  longest,  because,  beginning  with  such    portions 

2 


10 

of  the  vocabulary,  reading,  and  pronunciation  as  can  never  be  so 
well  learnt  as  in  the  earliest  and  freshest  years  of  life,  it  is  necessa- 
ry to  wait  for  the  natural  growth  of  the  mind  before  the  more 
difficult  parts  can  be  ventured  upon,  and  not  to  leave  it  entire- 
ly until  the  maturity  of  the  faculties  permits,  not  merely  the 
words  of  the  higher  and  more  difficult  authors  to  be  comprehended, 
but  their  thoughts  and  characteristics  to  be  felt  and  enjoyed.  It  is 
not  tedious  to  the  pupil,  because  from  the  first  to  the  last,  he  need 
not  have  and  ought  not  to  have,  anything  prescribed  to  him  which 
could  reasonably  be  felt  as  a  task.  And,  finally,  there  is  much 
less  consumption  of  valuable  and  useful  time  by  it,  than  by  any 
other,  because  what  is  given  to  it  at  the  earliest  period  is  taken  from 
no  occupation  so  important,  and  from  nothing  which  can  be  so  well 
learnt,  and  what  is  given  to  it  later  should  be  taken  generally  from 
the  hours  allotted  to  amusement.  Permit  me  to  add,  that,  from 
some  personal  experience  and  much  observation  of  the  application 
of  this  method,  I  have  no  doubt,  it  is  the  best  usually  within  our 
reach  ;  and  that  a  person  who  should  have  gone  through  with  the 
course  of  instruction  it  implies,  would,  if  ever  thrown  into  a  coun- 
try where  it  should  be  important  for  him,  be  able,  in  a  very  short 
time,  to  speak  with  ease  and  success  the  language  he  should  thus 
have  acquired. 

II.  Having  thus  spoken  of  the  method  of  teaching  a  living 
language  to  those  who  have  an  opportunity  of  beginning  to  learn 
it  in  childhood,  we  naturally  next  consider  a  class,  which,  in  this 
country  is  much  larger  ;  —  and  indeed  the  largest,  consisting  of  those 
who  enter  on  the  rudiments  of  their  instruction,  between  the  ages  of 
thirteen  or  fourteen,  and  seventeen  or  eighteen.  And  here  too, 
there  seems  little  reason  to  doubt  that  the  Grammar  should  not,  at 
the  outset,  be  made  so  prominent,  as  it  has  generally  been  made ; 
nor  its  embarrassing  and  difficult  portions  be  so  regularly  gone 
through  and  pressed  upon  the  young  minds  of  this  class  of  pupils. 
On  the  contrary,  let  an  easy  reading  book,  which  will  be  amusing 
to  their  age,  like  one  of  Mad.  Guizot's  stories  in  French  ;  or  Soave's 
Novelle  in  Italian ;  or  the  Brother  Grimm's  Popular  Tales  in 
German,  be  given  to  them  at  once;  —  let  the  teacher  carefully 
translate  a  small  portion  at  the  first  lesson  explaining  the  meaning 


1] 

of  each  individual  word  several  times  over  ;  —  and  let  the  pronun- 
ciation and  the  force  of  the  phrases  or  idioms  he  particularly  attend- 
ed to.  At  the  same  lesson,  let  them  have  a  verb  or  part  of  a  verb 
to  learn  by  heart,  and,  when  the  recitation  comes,  let  it  be  repeated, 
and  let  the  translation  given  out  he  so  made  that  the  English  can 
be  rendered  for  each  foreign  word,  and  the  foreign  word  for  each 
English  one,  when  separated  from  their  connexions  and  put  out 
promiscuously.  Let  this  exercise  be  pursued  until  all  the  verbs 
regular  and  irregular  have  been  thoroughly  learnt,  with  the  inflex- 
ions of  the  articles,  nouns,  pronouns  and  adjectives,  so  far  as  the 
mere  forms  in  the  accidence  are  concerned.  Then,  while  still 
pursuing  the  same  system  of  translating  some  pleasant  book,  let 
the  teacher  begin  the  Grammar  regularly  explaining  the  definitions, 
reviewing  the  forms,  and  reading  a  short  English  Exercise  into  the 
language  to  be  learnt,  that,  the  next  time  the  pupils  may  read  it  to 
him;  —  and  let  this  process  of  reading  and  translating  both  ways 
accompanied  with  regular  lessons  in  the  accidence  to  be  committed 
to  memory,  be  continued  until  a  common  narrative  book,  like  Vol- 
taire's Louis  XIV.,  or  Schiller's  Thirty  Year's  War,  can  be  read 
with  little  difficulty.  After  this,  but  as  late  as  may  be  found  con- 
venient, the  Syntax  with  its  examples,  which  are  to  be  learnt  by 
heart,  and  its  exercises,  which  are  to  be  written  or  read,  should 
be  gone  through  with  great  care,  at  least  twice,  in  lessons  of  mod- 
erate length  and  with  much  previous  explanation  from  the  instruc- 
tor, while  at  the  same  time,  the  pupils  may  read  the  highest  authors, 
which  their  faculties  are  sufficiently  developed  to  comprehend  — 
Goethe,  Moliere,  or  Cervantes — if  their  years  and  tastes  permit 
them  to  enjoy  the  first  order  of  imaginative  genius. 

But  here,  perhaps,  it  is  needful  to  stop  a  moment,  and  consider 
what  kind  of  a  Grammar  will  be  most  appropriate  to  pupils  of 
this  class,  and,  indeed,  all  classes  except  the  very  youngest,  and 
what  should  be  the  general  character  of  the  Books  given  them  to 
read. 

As  to  the  Grammar,  two  common  defects  should  be  guarded 
against.  The  first  of  these  is,  that  it  should  not  like  Levizac's 
French  Grammar  and  JNoehden's  German  one,  contain  either  philo- 
sophical   discussions    of  the    principles    of    Language  in  general, 


12 

or  even   of  the    particular  language  to  which  it  is  devoted,    be- 
cause such  inquiries  are  suited  only  to   persons  of  mature  minds, 
and,  except  in    very  rare  cases,  useful  only  to  those,  to  whom  die 
language  is  native ;  while,   to  all  learners  of  the   rudiments,  they 
are  particularly  embarrassing,  and  to  learners  of  the  usual   age,  en- 
tirely incomprehensible. —  The  other  defect   is,    the  confusion   of 
the  accidence  and  syntax.     It  is   not,  perhaps,  easy  to  keep  them 
entirely  apart,  and,  in  many  very  good  grammars  there  is  occasionally 
a  want  of  exactness  in  observing  the  distinctions   between  them  ; 
but  there    is  one    in  quite  common  use  —  I  mean  Wanostrocht's 
French  Grammar,  —  in  which  this  confusion  is  assumed  as  the  very 
plan  of  the  work  ;  so  that  whatever  relates  to  the  articles,  for  in- 
stance, whether  form  or  construction,  accidence  or  syntax,  is  crowd- 
ed together  under  that  head,  and  finished  before  proceeding  to  the 
noun,   pronoun,  he,  which,  in  their  respective  turns,  are  exhibited 
and  despatched  in  the    same  manner.     And   yet  nothing  seems  of 
more    obvious    importance  than  to  keep    carefully  apart   whatever 
relates  to  learning  the  forms  of  a  language,  from  what  relates  to  its 
construction,  since  either  is  troublesome  enough  in  itself,  while  the 
difficulties    of  each  being  quite   different,  those  of  the   accidence 
arising  chiefly  from  the   memory  and  those  of  the  syntax  from  the 
judgment,  the  union  of  the  two  and  the   confounding  of  both  must 
constitute  and   does  in  fact  constitute  an   embarrassment  altogether 
gratuitous  and  extremely  perplexing. 

Supposing,  then,  these  two  considerable  defects  to  be  avoided  ; 
the  qualities  most  important  in  a  good  grammar,  to  learn  a  living 
language  are  ;  —  First,  that  the  definitions  and  explanations  in  the 
accidence  and  the  rules  in  the  syntax  be  short  and  clear.  Second, 
that  the  forms  in  the  accidence  be  exhibited  broadly  and  plainly;  as 
for  instance,  that  the  nouns,  pronouns,  and  adjectives  be  declined 
at  full  length  in  all  their  forms,  and  especially  that  the  verbs  both 
regular  and  irregular  be  conjugated  and  developed  in  the  amplest 
manner;  —  some  of  them  both  negatively,  interrogatively,  and 
negatively-interrogatively.  Third,  that  after  each  definition  and 
form,  and  after  each  rule,  there  be  always  several,  and  generally  a 
considerable  number  of  examples  to  illustrate  it ;  — short,  perspicu- 
ous, and    as  much  as  possible  in  an  idiomatic  and   conversational 


13 

style,  so  that  when  committed  to  memory,  which  they  always  should 
be,  progress  may  be  made,  not  merely  in  the  grammar  but  also  in 
the  characteristic  peculiarities  of  the  language.  Fourth,  that, 
after  the  examples,  should  follow  Exercises  in  English,  to  be  writ- 
ten or  read  in  the  foreign  language,  and  which,  like  the  examples, 
should  be  short  and  conversational,  with  a  translation  of  the  more 
difficult  words  and  phrases  at  the  bottom,  where  they  can  be  cov- 
ered when  recited.  And  lastly,  at  the  end  of  the  whole  grammar, 
it  is  convenient  to  have  a  few  easy  fables  and  other  lessons  with 
which  to  begin  reading,  and  a  considerable  number  of  dialogues 
on  the  most  familiar  subjects  of  conversation,  such  as  are  best  found 
in  the  Manual  of  Mad.  de  Genlis,  because  she  took  them  down  as 
they  happened  to  be  held  in  her  presence,  and  afterward  caused 
them  to  be  translated  into  the  principal  languages  of  Europe.  — 
A  Grammar  like  this,  it  may  be  added,  should  be  short.  For  the 
French  or  the  German,  it  would,  perhaps,  be  expedient  to  extend 
it  to  three  hundred  or  three  hundred  and  fifty  pages,  in  duodecimo  ; 
but  for  either  of  the  other  languages  usually  taught,  half  that  num- 
ber is  abundant. 

As  to  the  books  to  be  used  or  read  it  is  possible  to  make  only 
one  or  two  quite  general  remarks,  since  the  selection  must  be 
governed  by  circumstances  not  always  within  the  control  of  either 
the  teacher  or  the  pupil.  It  is  not  well,  however,  I  think,  to  use 
collections  and  extract-books;  or,  if  they  cannot  be  avoided,  it  is 
important  to  take  only  such  as  contain  each  work  of  an  author 
complete  when  they  give  any  part  of  it.  Perhaps,  however,  in 
many  cases,  it  may  be  expedient  or  inevitable  to  begin  with  such 
books ;  but  it  can  rarely  be  advisable  to  go  further.  They  are  un- 
interesting to  the  learner  ;  they  give  no  proper  knowledge,  but  rath- 
er a  false  impression  of  the  literature  they  profess  to  represent ;  and 
they  are  not  well  adapted  to  teach  even  the  language  itself,  because, 
by  changing  the  manner  and  style  of  writing  so  often,  an  opportu- 
nity is  not  afforded  to  become  familiar  and  thorough  in  any  one.  It 
is  as  if  we  should  attempt  to  instruct  a  foreigner  in  our  own  language 
and  literature  out  of  two  or  three  of  the  selections  for  reading  and 
speaking  used  in  our  schools,  which,  though  excellent  in  the  place 
for  which  they  are  designed,  would  be  entirely  unsuitedto  purposes 


14 

like  this.  On  all  accounts,  therefore,  it  is  best  to  begin,  at  once,  with 
a  good  book  of  the  simplest  kind  like  Lessings's  Fables  in  German, 
or  one  of  Mad.  Guizot's  Tales  in  French,  and  go  on  afterwards  with 
agreeable  and  interesting  narratives  or  dramas,  like  Voltaire's  Charles 
XII.  in  French,  and  Moratins's  Comedies  in  Spanish,  which  should 
be  continued  until  the  language  has  become  really  easy.  When 
this  point  has  been  attained,  there  is  no  reason,  except  such  as  may 
be  found  in  the  age,  the  tastes  and  the  means  of  the  pupils,  which 
should  prevent  them  from  being  carried  through  any  of  the  au- 
thors of  established  reputation.* 

III.  Having  gone  through  with  the  modes  of  instruction  for  little 
children  and  youth,  there  remains  to  be  considered  only  one  class 
of  learners,  and  that  is  one  whose  numbers  are  everywhere  constant- 
ly diminishing —  I  mean,  those  who  have  already  reached  the  full 
maturity  of  their  minds;  and,  in  years,  are  arrived  at  least,  as  far 
as  manhood.  With  them,  except  in  a  few  rare  and  fortunate  in- 
stances, there  is  no  easy  method.  The  age  of  a  quick  and  eager 
memory  is  gone  by  ;  and  the  reasoning  faculties  being  fully  devel- 
oped choose  rather  to  learn  by  the  analysis  of  particulars  from  gen- 
erals, than  by  the  induction  of  generals  from  particulars.  With 
them,  therefore,  the  grammar  and  its  rules  must  be  more  important 
at  the  outset,  and  more  relied  upon  during  the  whole  course,  than 
with  either  of  the  other  classes.  They  must  begin  with  a  strict 
study  of  it,  and  go  warily  through  its  definitions  and  rules,  as  well 
as  through  it  forms.  It  cannot  be  expected  of  them  to  commit  to 
memory  the  declensions  and  conjugations,  or  the  examples,  with 
the  accuracy  any  more  than  with  the  ease  of  their  earlier  years  ; 
but  still  there  is  no  shorter  or  pleasanter  road  left  to  them  to  attain 
their  object,  and  if  the  examples  are  prepared  with  proper  skill  and 
have  an  ultimate  reference  to  conversation,  they  will  be  found  as 
immediately  useful  as  any  exercise  such  pupils  can  undertake. 
From  the  first  lesson  they  learn,  however,  they  will  find  it  both 
expedient  and  agreeable  to  begin  to  translate  into  English  ;  to  make 
the  most  resolute  efforts  to  accommodate  their  organs   to  the   pro- 

*  Lost,  however,  it  should  seem,  that  I  have  proposed  an  expensive  course,  I 
will  add,  that  all  the  hooks  it  implies,  need  not  cost  in  any  one  of  the  modern  lan- 
guages usually  taught,  more   than  from  ten  to  twelve  or  fifteen  dollars. 


16 

nunciation  ;  and,  as  soon  as  possible,  they  should  begin  to  write 
the  language  and  write  it  constantly  and  a  great  deal.  But,  during 
the  whole  course  of  their  pursuit,  their  main  reliance  must  be  on 
the  grammar,  and  on  such  books  as  they  may  be  able  to  read  with 
interest  and  pleasure. 

We  have  now  considered,  as  far  as  the  limits  of  such  a  discourse 
will  permit,  the  different  classes  of  persons  who  are  to  be  taught, 
and  the  different  methods  that  have  seemed,  from  experience,  suit- 
able to  be  used  with  each  :  —  never  forgetting,  however,  that  in 
practice,  there  is  no  sharp  and  exact  division  of  classes,  by  age,  but 
that  one  is  constantly  running  into  another,  and  that  the  pupils  who 
would  fall  under  each  may  often  need  some  modification  of  the  sys- 
tem of  teaching  proposed  for  the  whole,  in  order  to  accommodate 
it  to  their  respective  characters  and  wants.  The  divisions,  howev- 
er, that  we  have  gone  through,  have  often  been  adopted  in  practice, 
sometimes  because  they  were  thought  judicious  ;  but  often,  perhaps, 
because  they  seemed  natural  or  inevitable  ;  while,  at  the  same 
time,  the  general  methods  of  instruction  recommended  have  had 
the  sanction  of  much  experience  and  success,  though  rather  in  oth- 
er countries  than  in  our  own.  It  only  remains,  therefore,  to  say  a 
few  words  on  two  points  immediately  connected  with  the  whole 
subject. 

The  first  is,  the  general  mode  of  teaching  all  classes  and  all  in- 
dividuals. Let  the  instructor  bring  his  mind  as  much  as  possible 
into  contact  with  that  of  his  pupil,  so  as  to  feel  precisely  and  fully 
the  nature  of  the  obstacles  and  difficulties  which  are  from  day  to 
day  encountered  ;  and  then  let  him  remove  them  all,  as  far  as  may 
be  in  his  power,  by  personal  explanation  and  assistance.  For  it  is 
a  great  mistake  to  suppose,  that  the  learning  a  living  language, 
which  nature  teaches  every  day  so  faithfully,  without  an  effort  on 
the  part  of  her  scholars,  can  be  made  too  easy.  On  the  contrary, 
let  the  teacher  facilitate  the  progress  of  his  pupils  by  all  the  means 
in  his  power,  explaining  everything  to  them,  translating  their  les- 
sons for  them,  and  serving  them,  as  far  as  he  can,  instead  of  Gram- 
mar, Dictionary  and  Commentary  ;  only  requiring,  that  the  pupils, 
on  their  side,  shall  faithfully  retain  what  has  been  thus  sedulously 
imparted  to  them,  and  be  able  afterwards  correctly  and  understand- 


16 

ingly  to  recite  or  explain  it.  Above  all,  let  not  the  recitations 
themselves,  become  merely  dry  and  hard  examinations  in  order  to 
ascertain  whether  prescribed  tasks  have  been  accomplished  ;  but 
let  them  be  seized  upon  as  the  golden  opportunities  for  teaching,— 
as  the  fortunate  moments  when  the  seed  will  fall  on  good  ground 
because  the  pupils  will  so  eagerly  and  gratefully  receive  whatever 
of  explanation  and  assistance  may  be  given  them.  Let,  therefore, 
the  teacher  always  go  first  and  lead,  instead  of  following  to  drive 
his  pupils ;  and  especially  let  him  shed  all  the  light  of  his  own 
knowledge  upon  the  path,  which  is  so  familiar  and  easy  to  him,  but 
which,  to  them  is  new  and  full  of  difficulties.  Thus,  let  him  explain 
and  illustrate  the  rules  until  it  is  certain  they  are  comprehended 
before  they  are  studied.  Let  him  translate  beforehand  the  exer- 
cises that  are  to  be  prepared,  so  that  they  may  not  only  be  well 
done,  but  done  easily  and  pleasantly.  And  from  time  to  time,  let 
him  read  into  somewhat  free  and  choice  English  large  portions  of 
the  book  his  pupils  may  happen  to  be  studying,  that  they  may  them- 
selves acquire  the  power  of  selecting  appropriate  words  and  phrases, 
and  learn,  what  they  can  in  no  other  way  learn  so  easily  or  so  well, 
the  corresponding  idioms  and  respective  peculiarities  of  the  two 
languages.  In  short,  let  them  be  taught,  as  well  as  required  to 
learn,  and  let  their  recitations,  instead  of  being  merely  strict  exami- 
nations become  pleasant  opportunities  for  acquiring  further  know- 
ledge and  making  easier  progress. 

The  other  circumstance  to  which  I  referred,  is,  the  direction  to 
be  given  to  all  studies  in  a  living  language  in  order  to  insure  the 
greatest  amount  of  success  ; —  the  point,  I  mean,  to  be  set  before 
both  teacher  and  pupil,  not  indeed,  as  the  one  always  or  even  gen- 
erally to  be  attained,  but  as  the  one,  which  may  be  most  safely 
relied  upon  to  determine  their  general  course,  and  towards  which 
whatever  progress  they  may  make,  should  be  directed.  This  point 
is,  the  speaking  the  language  ;  and  the  reason  why  it  should  mainly 
govern  our  course  in  attempting  to  learn  it  is,  that,  what  is  idioma- 
tic and  peculiar  to  it,  its  particles  and  its  phrases,  is  entirely  the  re- 
sult of  its  use  as  a  spoken  language  ;  that  in  these  particles  and 
idioms  reside  always  the  difficulties,  as  well  as  the  essential  genius 
and  power  of  every  language  ;  and,  that,  therefore,  as  we  advance 


17 

in  acquiring  its  vocabulary  from  reading  and  its  construction  from 
the  accidence  and  syntax,  we  should  still  so  select  the  books  we 
use  and  the  grammar  we  study,  as  to  be  continually  making  pro- 
gress in  our  knowledge  of  the  spoken  language  and  its  idiomatic 
difficulties. 

But,  it  may  be  answered,  "  we  never  intend  to  speak  it ;  —  we 
only  wish  to  learn  to  read  it,  that  tve  may  have  free  access  to  its 
written  treasures  and  especially  its  classic  authors  ;  —  we  do  not 
propose  to  visit  foreign  countries,  but  we  wish  to  read  and  enjoy  at 
home,  Schiller,  and  JMoliere,  Cervantes,  and  Dante."  Be  it  so. 
But  what  are  the  chief  difficulties  in  the  way  of  this  undertaking, 
and  what  is  there  in  these  authors  that  makes  it  necessary  they 
should  be  read  in  the  original  rather  than  in  translations  ?  Is  it  not 
precisely  those  felicities  and  peculiarities  of  idiom  and  inflexion, 
which  are  the  result  of  the  formation  and  use  of  the  language  it- 
self as  a  spoken  one ;  as  the  vehicle  of  the  feelings  and  passions  of 
men  in  the  sudden  turns  of  life,  its  changes  and  its  adventures  ? 
Consider,  too,  who  these  leading  authors  are ;  to  what  class  they 
belong  ;  and  what  constitute  their  characteristic  claims,  attractions 
and  value.  They  are  precisely  the  authors  in  whom  the  pecu- 
liar genius  of  their  respective  languages  stands  forth  in  the  boldest 
relief;  —  those  in  whom  the  distinctive  features  of  the  national  tem- 
per and  character  are  most  prominent ;  —  those,  in  short,  who  come 
to  us  fresh  from  the  feelings  and  attributes  of  the  mass  of  the  peo- 
ple they  represent,  and  full  of  the  peculiarities  of  thought,  idiom, 
and  expression  which  separate  that  people  from  all  others,  and  con- 
stitute them  a  distinct  portion  of  mankind.  That  such  authors  can- 
not be  understood  without  some  knowledge  of  the  popular  feeling 
and  colloquial  idiom,  with  which  their  minds  have  been  nourished 
and  of  which  their  works  are  full,  hardly  needs  to  be  urged  or  made 
more  apparent.  Take  the  case  of  the  great  Masters  in  our  own 
English.  Can  any  one,  who  is  entirely  ignorant  of  the  phraseolo- 
gy, inflexions,  and  shadings  of  our  spoken  language,  comprehend 
the  picturesque  but  homely  directness  of  Chaucer,  or  the  exquisite 
delicacy  of  Spenser,  or  the  unapproached  power  of  nature  in 
Shakspeare  ?  Nay,  can  such  a  one  know  in  what  is  hidden  the 
idiomatic  simplicity  of  Addison  or  Cowper ;  or  can  he  even  read 
3 


18 

his  own  contemporaries,  Miss  Edgeworth  or  Sir  Walter  Scott  ?  Nor 
is  it  in  any  respect  different  in  the  other  living  languages,  which 
have  succeeded  in  vindicating  for  their  authors  a  place  among  the 
classical  literature  of  the  world.  The  great  masters,  in  all  ages 
and  in  all  nations,  have  built  on  the  same  foundations  and  can  be 
successfully  approached  only  in  one  way.  For  who  can  pretend 
to  understand  or  estimate  the  untold  riches  of  the  elder  Drama,  of 
Spain  or  of  its  early  romantic  and  popular  Ballads  ;  or  who  will  ven- 
ture to  open  Don  Quixote,  who  knows  nothing  of  the  peculiarities 
of  the  Spanish  as  a  spoken  tongue  ?  Or  who  can  draw  near  to 
Goethe  and  Schiller  and  Tieck  in  the  spirit  in  which  their  power  is 
revealed,  unless  he  feels  in  some  degree  that  he  is  holding  inter- 
course with  contemporaries  who  speak  to  him,  as  it  were,  with  liv- 
ing voices  ?  Or  who  can  comprehend  the  quaint  simplicity  of 
Lafontaine,  or  the  rich  humor  and  genuine  comic  power  ol  Moliere, 
if  he  have  never  turned  his  thoughts  towards  that  conversational 
idiom,  to  which  each  resorted  for  whatever  is  peculiar  both  in  his 
beauty  and  his  power.  Or,  finally,  —  to  take  instances,  which  are 
the  more  striking  because  they  seem  at  first  the  least  susceptible  of 
such  application  —  who  can  be  aware  either  of  the  sublimity  or 
the  tenderness  of  Dante,  unless  he  studies  that  unwritten  language 
from  which  alone  this  first  and  greatest  master  of  Italian  Poetry 
could  draw  his  materials  or  his  inspiration  ;  or  who  else  can  ima- 
gine himself  able  to  comprehend  Alfieri,  who,  casting  aside  the 
accumulated  literature  of  five  centuries,  went  constantly,  as  he 
himself  tells  us,  to  the  thronged  market  place  of  Florence,  there 
to  gather  from  the  lips  of  the  peasantry  and  the  populace  those 
phrases  and  inflexions,  which  afterwards  thrilled  with  horror  the 
audiences  of  Tuscany  and  Lombardy,  and  now  leave  his  own- 
great  name  to  close  up  that  long  and  bright  series,  at  the  head  of 
which  stands  the  solemn  form  of  Dante  himself.  Indeed,  on  this 
subject,  there  is  no  delusion,  no  mistake.  We  knoiv  that  we 
can  none  of  us  read  the  great  Masters  in  any  foreign  literature,  or 
enjoy  them  like  natives,  because  we  cannot  speak  their  language 
like  natives.  For,  the  characteristic  peculiarities,  and  essential 
beauty  and  power  of  their  gifted  minds  are  concealed  in  those  idioma- 
tic phrases,  those  unobtrusive   particles,   those    racy  combinations 


19 

which,  as  they  were  first  produced  by  the  prompt  eloquence  and 
passions  of  immediate  intercourse,  can  be  comprehended  and  felt 
only  by  those  who  seek  them  in  the  sources  from  which  they  flow; 
so  that,  other  things  being  equal,  he  will  always  be  found  best  able 
to  read  and  enjoy  the  great  writers  in  a  foreign  language,  who,  in 
studying  it,  —  whether  his  progress  have  been  little  or  much  — 
has  never  ceased  to  remember  that  it  is  a  living  and  a  spoken 
tongue. 

Gentlemen  ;  The  general  views,  so  imperfectly  developed  in 
this  discussion  are  not  new.  They  coincide  with  the  suggestions 
made  by  Lord  Bacon,  and  with  the  systems  pursued  and  recom- 
mended by  Cardinal  Wolsey  and  Roger  Ascham,  by  Milton  and 
Locke,  and  by  the  vast  majority  of  skilful  teachers  in  those  parts  of 
Europe,  where  Education  at  the  present  time,  is  the  best  conduct- 
ed and  advanced  the  furthest.  The  substance  of  the  whole  is, 
that  instruction,  to  be  as  effectual  as  it  ought  to  be,  should  be  com- 
municated not  only  by  books,  which  are  indeed  the  great  means  of 
acquisition,  and  facilitate  it  more  than  all  others  united,  but  also  by 
constant  and  familiar  and  laborious  explanation  from  the  teacher, 
skilfully  adapted  to  the  age,  character  and  progress  of  his  pupil. 
Before  the  invention  of  printing,  and,  indeed,  for  some  time  after- 
wards, while  books  were  still  rare,  this  oral  instruction  was  necessa- 
rily almost  the  only  mode  of  communicating  knowledge  not  merely 
of  the  living  languages,  but,  in  general,  of  all  other  subjects.  Grad- 
ually, however,  as  books  were  multiplied  and  especially  when  they 
became  so  much  improved,  they  began  to  be  trusted  too  much  with 
the  business  of  Education,  until,  in  many  branches,  and  certainly 
in  that  of  the  living  languages,  results  were  claimed  from  them, 
which  it  is  quite  impossible  they  should  produce.  In  our  own 
country  this  error  was,  at  one  time,  all  but  universal ;  and  even 
now,  I  fear,  is  common.  But  it  is  acknowledged  by  some,  perhaps 
by  many  ;  and,  is  in  the  sure  way  to  be  eradicated  by  the  success 
of  those  teachers,  who  rely  not  merely  upon  the  dead  letter  of 
books,  but  also  upon  that  living  knowledge  which  is  imparted  only 
by  living  explanation  ;  —  nay,  which  is  communicated  by  the  very 
tones  of  the  voice  and  the  expression  of  the  countenance  with  a 
vivacity  and  effect  never  found  or  felt  by  the  most  eager  lover  of 
acquisition  in  a  cold  and  silent  page. 


A 


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